Girls in Boarding

GI RLS I N BOARDI NG

CHOOSING THE BEST FOR YOUR DAUGHTER

Choosing girls-only or co-ed

What’s right for your daughter: girls only or co-education boarding?

BSA directors GAELLE SULLIVAN, formerly a Deputy Head Pastoral at an all-girls independent school, and DAVID WALKER, formerly a Deputy Head Pastoral at a co-ed independent school, survey the landscape.

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FOR parents considering a boarding education for their daughters, there is always one primary question

“Should I send her to a girls-only or co-educational school?” With our different professional experiences, you might expect us to offer contradictory advice This could not be further from the truth, as we both feel it is crucial for parents to only select the school that they consider is the best for their own daughter.

This decision could be based on many factors: from location to academic records, and from the curriculum to the quality of activities outside the classroom, to highlight just a few If the emerging favourite is a girls-only school, parents might want to explore how pupils are encouraged to learn about, understand and develop contact with the opposite sex This is a key factor in preparation for life beyond school On the other hand, if a co-ed school is looking likely, parents need to be asking about specific provisions for girl pupils to both nurture their confidence and ensure their privacy

There are, or course, a wide range of choices between single-sex and coeducational boarding schools, which is why we are thrilled that so many educational leaders have agreed to write for our Girls in Boarding supplement

Elizabeth Stone is the new Headmaster at Winchester College, a famous institution preparing to enrol girls as boarders for the first time This is

a great example of how some parts of the sector are changing in the 21st century In her article, Elizabeth explains how boarding overall “can help parents to allow their daughters to reap the benefits of facing and mastering challenge” She also reports that Winchester College’s community has been “much enriched by the arrival of girls” and anticipates a moment “when we will find it hard to imagine a time without them”

Jo Cameron, Principal of the girls-only Queenswood School, focuses not on gender but on the huge benefits offered by smaller class sizes in most boarding schools She highlights how the independent sector ’s freedom from the constraints of the National Curriculum means that the range of subjects on offer “can be tailored to pupils’ own genuine interests and passions” Jo adds how an education that is already rich in “creativity, originality and resourcefulness” is taken to yet another higher level through boarding, enabling students to “enjoy all the activities and opportunities on offer ”

Lianne Aherne is Housemistress at Oakham School, fully co-educational for more than 50 years, and she reports on how an element of healthy competition with boys can “help the girls develop self-worth, independence and confidence” She explains how girls both “enjoy the security of their house and then mix confidently with their male peers”, which she feels is a “natural and healthy ” way to “develop into confident adults”

Donna Stevens, Chief Executive of the Girls’ Schools Association, and Liz Hewer, Head of St George’s Ascot, have a different perspective that focuses on the benefits of boarding in girls-only schools “Girls in girls’ schools feel honoured and listened to, and realise our schools equip them with the tools and opportunity to embrace life,” says Donna And Liz adds how girls-only boarding “helps girls to develop secure and meaningful relationships and a strong sense of self ”

Over at Langley School, Head of Boarding Vicky Codling suggests that co-education offers a “real-life environment ” that “reflects family dynamics, with a mix of different ages and genders” She adds that this “cultural richness” results in it being natural for boarders to “integrate with a real diverse mix of individuals, including all genders, races, ages and nationalities”

Gender aside, our two other contributors highlight the importance of the classroom and the subjects offered Louise Orton, Senior Deputy Head (Academic) at Sherborne Girls, argues the importance of making sure that every girl is confident with digital technology in the “development of a future generation of 21st century women” And Rachel Rees, Acting Head at Monmouth School for Girls, underlines how learning modern foreign languages “expands linguistic capability, enhances employability, enriches cultural understanding and helps to overcome communication barriers”

Any parent with a daughter will want her nurtured and inspired to become a fulfilled, inquisitive and confident young woman, thoroughly prepared to enter higher education and embark on her future life We hope that experience and advice from contributors to our Girls in Boarding supplement helps you to make the right decision for your daughter, whichever school she boards at

gaelle joined the BSA in January 2023 She is an experienced senior leader and has worked in a range of state and independent schools She is a qualified SenCO and holds a Masters Degree in inclusive education Before joining the BSA, gaelle was Deputy Head pastoral and Head of Boarding at an all-girls independent school in the south-east

David joined BSA group in August 2023. He has over 20 years of experience in boarding schools and has worked in a range of schools in the uK and Africa, alongside being a prep school governor and a trustee of a multi academy trust Before taking up his BSA post, David was Deputy Head pastoral at a large co-ed independent school in the south-east.

photo with kind permission of Clayesmore School

As Winchester College prepares to enrol girls as boarders, new Headmaster ELIZABETH STONE explains how boarding can help parents to allow their daughters to reap the benefits of facing and mastering challenge.

Facing up

THE idea of boarding school has long captured the imagination of children It is not just Hogwarts, with its enchanting tales of magic and Muggles, which exerts its charms. Even such obvious period pieces as Enid Blyton’s St Clare’s and Malory Towers continue to have a surprising appeal to children today.

Is this romantic fantasy or simply naivety? To the contrary, I would argue that young people are, in fact, correctly intuiting the benefits of a boarding environment which educators and parents have long recognised, and research has now established

SOCIAL SkILLS

A side-effect of Covid lockdowns, observed worldwide, was a delay in children s social and emotional development As Ofsted chief inspector Amanda Spielman noted, many children emerged from years of restricted contact with their peers with limited vocabulary, emotional immaturity, and stunted social skills

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IDEAL BRIDGE

One of the developmental aims of adolescence is to become increasingly independent Healthy development in teenagers thus results in a greater need for privacy, for time spent away from family, and for exploration of relationships without the mediation of adults This poses a challenge for parents, who want to support their child’s development and allow them time and space to explore the world independently, but who rightly have an eye to their child’s safety and the risktaking behaviours typical of adolescents

Here, again, we see the advantages of boarding By offering more freedom within a safe and structured environment, boarding represents an ideal bridge between childhood and adulthood, encouraging autonomy and self-regulation within the security of a close community This can be a challenge, but it is precisely by embracing and overcoming challenge that young people become more confident and resilient

to challenges

Given that research shows that parents tend to be more protective towards their daughters than their sons, this extends a particular responsibility to the parents of daughters: to allow their girls to reap the benefits of facing and mastering challenge

FACE-TO-FACE

Most parents are well aware of the pitfalls of social media and understand that their child’s social media activity cannot easily be disentangled from that of their peers If you protect your child by limiting time online, are you condemning them to social isolation? This is not something a family can solve on its own, but it points to one of the crucial advantages of boarding: whilst at school, all members of the group have the same expectations and limits placed upon them Less time on devices therefore does not translate to less social interaction

Boarding schools put healthy limits around the use of devices and social

time without screens is built into every day The benefits of this are particularly evident for girls, whose digital lives differ significantly from those of boys Social media, for instance, is more strongly linked to depression than gaming, but girls not only spend more time on social media, they are also more susceptible to its harms, and experience significantly higher rates of depression – as evidenced by researchers such as Jonathan Haidt

Long experience and deep knowledge of adolescent development shape the experience of boarding at Winchester College We are a boarding school for boys in Years 9-13, and our Sixth Form welcomes girls and boys as day pupils We are hugely looking forward to the next phase of our vision as we embark on the construction of two boarding houses for Sixth Form girls, and we are excited to be widening access to a Winchester education The school community has been much enriched by the arrival of girls, in extra-

curricular as well as academic terms, and I anticipate a moment – in the nottoo-distant future – when we will find it hard to imagine a time without them

elizabeth became Headmaster at Winchester College in September 2023, after nine years as principal of Queenwood, a leading independent girls’ school in Sydney Her experience includes co-educational, single sex (boys and girls), day and boarding schools in Australia and the uK She was appointed Vp of Cheltenham Ladies’ College in 2012 after three years at Winchester as maths teacher and undermaster After degrees from the university of new South Wales, elizabeth was a rhodes Scholar Oxford and completed a Master ’s at university College Before teaching, she was an academic at the university of new South Wales Faculty of Law

Defining a B E S P O K E education

A bespoke education responds and reacts to the needs of each girl, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions. JO CAMERON, Principal at Queenswood School and BSA Chair 2024, reports.

ALMOST all independent schools proudly assert that they offer a ‘bespoke education’. As the Principal of a girls’ boarding and day school, I am often asked what this means in practice Small class sizes are of course a crucial factor Many parents are justifiably alarmed by the ever-increasing class sizes in state schools. It’s no wonder that the considerably smaller class sizes in independent schools are a real attraction

Consider just how far-reaching those benefits are In an average class of around 15, a child will receive twice as much individual attention from the teacher, who will soon develop an understanding of how he or she learns

best There will be greater support for children with special educational needs, and further opportunities to stretch the gifted and talented

PUPILS’ PASSIONS

Freedom from the constraints of the National Curriculum in the independent sector means that at Key Stage 3, the range of subjects on offer – and the schemes of work and syllabuses delivered within those subjects – can be tailored to pupils’ own genuine interests and passions

The range of modern foreign and classical languages taught in independent schools is a case in point While language learning is in decline in the state sector, Mandarin, Arabic, Latin

and Ancient Greek are all thriving in private schools

Independent schools generally place considerably greater emphasis on the creative arts Curriculum time for subjects such as music, drama and dance is being squeezed nationally, and no provision for the arts is made in the Department for Education’s EBacc (the set of eight recommended GCSE subjects) However, pupils at independent schools are very fortunate to enjoy the advantages of an education that values creativity, originality and resourcefulness Boarding pupils are especially able to enjoy all the activities and opportunities on offer during the school day and in the evenings and weekends

CREATIVE EDUCATION

Beyond the sheer satisfaction of selfexpression, a creative education offers many benefits to pupils Research has shown that regular and sustained participation in musical activities stimulates the brain to form new neural networks This leads to better working memory (vital for mental arithmetic and reading comprehension), improved linguistic ability, and improvements in attention span, emotional resilience, empathy and self-confidence

Likewise, studying drama and dance helps young people to improvise, think laterally, and become adaptable problem-solvers Drama students grow into confident and articulate public speakers, and working together on performance projects encourages engagement with others’ viewpoints, helping to develop qualities such as compassion and tolerance These skills and qualities are highly prized by employers

As pupils progress, the degree of personalisation increases still further They are able to take advantage of the extensive resources available –including, crucially, the wide-ranging expertise of the teaching staff – to conduct their own research projects or take up elective courses For example, in the sixth form at Queenswood, girls are able to augment their A level studies with seminars on topics such as personal finance, forensic psychology, philosophy and politics, and to attend lectures from prominent authors, politicians, entrepreneurs and philanthropists

INDIVIDUAL LEARNING

At the heart of a bespoke education is a recognition that each pupil develops at their own pace, and in their own learning style For example, while kinaesthetic learners favour practical and hands-on experience, auditorymusical learners benefit from mnemonics, rhythms and background sounds Increasingly, independent schools are working to differentiate their teaching methods to suit individual learners

At Queenswood, we have established a Personalised Learning Centre Pupils use it as a drop-in centre to seek advice on planning study and revision schedules, play flashcard games to boost working memory, discuss recommendations for non-fiction reading with staff and peers, or for structured tutorials to address specific learning issues Meanwhile, academic scholars meet with staff for one-to-one and group sessions, to explore options for stretch and challenge and to discuss current affairs

Ultimately, every pupil deserves to be recognised as an individual A bespoke education responds and reacts to the needs of each child, nurturing their unique potential, fostering independence, and allowing them to discover their own strengths and passions in a safe and supportive environment

Jo became principal of Queenswood School in 2016, having previously worked as Deputy Head at ipswich High School for girls She began her teaching career as a science teacher specialising in biology at St Mary ’s, Wantage, before becoming Head of the Science Department She has extensive experience in all girls’ schools and champions the unique opportunities that single sex education offers.

T H E B E S T O F B O T H W O R L D S

Successful boarding provision means empowering girls to be the best that they can be.

LIANNE AHERNE, Housemistress at Oakham School, fully co-educational for more than 50 years, reports on how an element of healthy competition with boys can help.

HAVING spent many happy years supporting girls within boarding schools, both at all girls’ schools and since 2022 at co-educational Oakham School, I have witnessed first-hand the transformative power of boarding. In a boarding school there is a commitment to developing every aspect of a child –intellectually, emotionally, physically, and spiritually – to provide an education that goes far beyond the confines of the classroom

Boarding helps children to become confident and independent within a supportive environment We encourage children to try new things, to challenge themselves and to not be afraid of failure, recognising that some of the most important lessons we can learn are from when we are initially unsuccessful

RESPECT AND TRUST

Having the right mix of boarding staff is key to creating this atmosphere and culture of mutual respect and trust,

where everyone has a sense of responsibility for themselves and for others within the house community It s about having people with the experience and passion to do the job, because it is much more than a 9 to 5 job, it is a vocation

In a school like Oakham, with boarders from the UK and overseas, each of our 16 houses is a vibrant and supportive place that provides our pupils with a global perspective, where we celebrate diversity and value the views of others One of our key strengths as a large, coeducational boarding school is that we offer a broad and varied number of cocurricular opportunities, as well as the many academic and social aspects of school life Above all, boarding helps children to build strong relationships with their peers and adults where you are known as an individual

For girls who board in a co-educational school environment, the benefits are even greater Girls receive tailored support in their individual houses, focusing on issues directly impacting

them, before they go out into the wider school community We help the girls develop self-worth, independence and confidence They enjoy the security of their house and then mix confidently with their male peers in the classroom, on the sports pitch or on a social level As well as being a very natural and healthy way for girls and boys to interact with one another, it helps them develop into confident adults, ready to fulfil their potential and take their place in the world It really is the best of both worlds

EMPOWERING GIRLS

Having been fully co-educational for more than 50 years, Oakham School has a long and successful history of boarding provision for girls and boys At Oakham we want to empower our girls to be the best that they can be, with an element of healthy competition with the boys We teach them that they can achieve anything and talk to them about important issues that influence both boys and girls within a carefully curated pastoral curriculum as well Boys become aware of the issues facing girls

and can become allies for them both in and beyond school when they leave Boarding encourages genuine teamwork between the sexes that mirrors the modern-day workplace

With nearly 500 boarders at Oakham School and a 50:50 gender split, girls and boys enjoy the same opportunities during the week and at the weekend

For example, our boarders can take part in mixed outings to the cinema, sports matches, or bowling Each girls’ house is linked to a boys’ house at Oakham, so boys and girls have socials together or compete in sports day together, which fosters genuine equality

Equality of leadership opportunities run throughout the school, with both boys and girls represented on the School

Council and in the Decem (the senior prefect team) There are therefore many strong female role models within our current pupil body Our long history of co-education also means that we have a strong alumnae network We have many Old Oakhamians (former pupils) who act as strong female role models to our current pupils, often returning to school to share their experiences and give careers advice

The decision on whether to board in an all girls’ or co-educational school very much depends on the individual child Co-educational schools can do everything that an all-girls’ school can but within a ‘real-world environment

My advice to families who are choosing a school for their child would be the same whatever their gender Choose

what is right for your child – everybody is different Consider your child’s interests and strengths and then look at which school can best help your child to thrive

Lianne Aherne has many years’ experience of supporting girls within boarding schools, both single sex and co-educational, working as a housemistress and Head of Sixth Form She is currently housemistress in a girls’ House at Oakham School, a co-educational boarding and day school for 10 to 18-year-olds Lianne is passionate about the benefits of boarding and focused on the subject of boarding in her Masters with the institute of education She has also worked as a tutor on the BSA’s pastoral Care and pastoral Management Course

Creating empowered and confident women

The benefits of modern boarding in girls-only schools are explored by DONNA STEVENS,

Chief Executive

WHAT are the advantages of an allgirls educational environment and how do boarding schools prepare young women for life beyond the classroom?

the world in its fullest sense beyond the classroom through their friendships, and that’s incredibly powerful

As educational leaders, how do you envision the future of girls’ boarding schools?

of the Girls’ Schools Association (GSA), and

LIZ

HEWER,

Head

of

St

George’s Ascot and

Chair

of GSA’s Boarding Committee.

Liz: A girls’ boarding school gives girls a fantastic range of opportunities from breakfast until bedtime, in a supportive, focused learning and living environment Our schools foster confidence Girls can be who they want to be in our schools – we set the scene for a more equitable world – we put each girl at the centre and give them agency to challenge the status quo

Donna: Girls boarding schools are inspiring and diverse places to learn, a great strength is the way that they bring girls from different countries and cultures together We have almost 100,000 girls in GSA schools, almost 8,000 of these are boarders and around 3,000 are international students Girls at modern boarding schools are alive to

Donna: The world is changing, and so are our modern boarding schools We offer a vast range of schools to girls and families, so they can feel welcomed in a way that suits their lives Flexi-boarding is growing in popularity, it gives more girls the chance to board on their terms and when they want to We welcome that and want girls to have more choice and opportunity, that’s at the heart GSA’s purpose

Liz: Parents are increasingly looking for contemporary and flexible boarding with helpful transport to bring their daughters to and from school Parents like to opt-in to boarding as their daughter gets older, as they can see it’s

an ideal way to help their daughters prepare for an independent life after school, for university and their lives beyond school Many of my weekly boarders travel from central London on the weekly bus service on Friday and Sunday evenings, while others choose our daily services to Richmond and Hammersmith, to then combine these with some nights in the boarding house These days families can have the best of both worlds!

Donna joined the girls’ Schools Association (gSA) as Chief executive in January 2021 She works with gSA members and other stakeholders to encourage high standards of education for girls and to promote the benefits of being taught in girls’ schools She has a degree in mathematics from the university of Oxford and a post graduate diploma in educational and social research from uCL Outside of work, she owns and manages a successful performing arts weekend

school which caters for 100 youngsters, including her own three children, offering means-tested scholarships to local pupils.

Liz has been Head of St george’s Ascot since 2016 Her career in education has included teaching geography, coaching sports, overseeing academic and leading boarding at a number of boys’, co-ed and girls’ schools She is Chair of the gSA’s Boarding Committee and an experienced school governor

How does a girls’ boarding school foster a sense of empowerment and confidence in female students?

Donna: gSA’s large, and growing, body of research compellingly demonstrates how a girls-only education is the best one to help girls best achieve their life’s ambitions girls in girls’ schools are savvy, spirited individuals acutely aware of inequalities they face in the wider world. in our schools they feel honoured and listened to, and realise our schools equip them with the tools and opportunity to embrace life and help them to further challenge the status quo beyond the classroom, for the benefit of every girl girls’ schools buck the trend for girls’ participation in male dominated sports with more continuing to play them in our schools. The gap between boys and girls may be widening in co-educational schools, but girls who attend a gSA girls’ school are nearly five times more likely to play cricket and 30% more likely to play football

gSA research also indicates that girls who attend single-sex girls’ schools are generally more confident and more emotionally in control than girls in co-educational schools With the findings also indicating that our girls generally possess higher mental toughness scores than those in other schools Our alumnae are trailblazing changemakers and are great examples of empowered and confident women Habiba Daggash, an alum of St Mary ’s School Cambridge, is one. She was awarded a first class engineering science degree from Oxford and now works as a chemical engineer at a not-for-profit on transforming global energy systems with the ambition to secure a clean, prosperous, zero-carbon future for all

Liz: Learning in a girls’ boarding environment helps girls to develop secure and meaningful relationships and a strong sense of self. i see this first hand: they ’re not afraid to speak up or ‘look uncool’, and they learn to find their own voice. girls take all the leadership positions in my school, and i encourage them to take up that challenge, and to challenge and call out anything they think is wrong, to be a little disruptive when the time is right Our girls are an important force for good

Preparing girls for success

Co-ed boarding encourages girls to become more self-reliant and confident.

VICKY CODLING,

Head of Boarding at Langley School, explains how a positive and inclusive community includes all genders, races, ages and nationalities

CO-EDUCATIONAL boarding offers a real-life environment. It reflects family dynamics, with a mix of different ages and genders, making it a home from home setting. Also, with pupils and students coming from all corners of the world, every boarder instantly becomes part of the fabric of the school Given the cultural richness of the group, it comes naturally to boarders to integrate with a real diverse mix of individuals, including all genders, races, ages and nationalities.

Co-ed boarding encourages girls to become more self-reliant and confident Living away from home in a supportive environment allows them to develop independence, resilience, and problem-solving skills Co-ed boarding also allows girls to interact with inspiring female and male faculty members, fostering a supportive environment for personal and academic growth Having diverse role models encourages girls to explore their interests and envision a future where they can excel in any chosen field It also prepares girls for real-world dynamics by instilling a sense of inclusivity, respect, and understanding

Langley is a co-ed day and boarding school which is lucky enough to boast two campuses nestled in the Norfolk countryside, in the east of England In Taversham, just outside the historic city of Norwich, you will find Langley ’s Nursery, Pre-Prep and Prep School Loddon is home to Langley Senior School, Sixth Form and its international boarding family Community, opportunity and excellence encapsulate the Langley education across the whole school

Values of kindness, confidence, curiosity and integrity are the basis from which the Langley education flows and, importantly, from which the culture and ethos flow too The boarding experience at Langley sees these values being lived every day

As Head of Boarding, I offer pastoral support to all the pupils and students

Having female leaders at the school means there are strong role models for our girl boarders Langley is proud to be described as a safe and secure environment, a haven for our boarders who, in many cases, are thousands of

miles from home From a practical standpoint, there are separate wings for girls and boys in the Langley boarding house, allowing privacy for the respective groups The division also helps to support close friendship networks among the groups respectively, while the extensive activity programme allows that healthy co-ed mix

Co-ed boarding at Langley School creates a diverse learning environment that mirrors the real world In classrooms, girls engage with their male counterparts, gaining exposure to different perspectives and approaches to problem-solving This prepares them for a future where teamwork and understanding between genders are vital

The close-knit community at Langley ensures that girls feel secure, with their own social area and ensuite bathrooms, and girls-only activities Interaction with boys in the common areas then enhances social skills and facilitates the development of meaningful friendships

We prioritise creating a positive and

inclusive community, fostering friendships that can last a lifetime Learning to work and socialise with individuals of different genders prepares girls for success in a globalised society

Our advice would be to actively encourage families to consider coeducational boarding The advantages of co-ed boarding at Langley School extend far beyond the classroom, shaping confident, independent, and well-rounded individuals ready to make a positive impact on society

Vicky has spent her career working with children, in a variety of roles

Before joining Langley, she was a fulltime mum to her two daughters, while running a local dance and performing art school, which she still runs today Vicky is on the Langley safeguarding team and is Head of Boarding She oversees all the pupils and students, which means that, essentially, she is mum to around 50 teenagers! Vicky ’s role involves everything that a parent does, plus keeping up with all the day-to-day tasks that ensure the boarding house runs safely and smoothy

E M B R A C I N G T E C H N O L O G y Girls

Making sure that every girl is confident with digital technology is crucial in the development of a future generation of 21st century women. LOUISE ORTON, Senior Deputy Head (Academic)

at Sherborne Girls,

explains more

WE AIM to nurture and inspire a vibrant community of fulfilled, inquisitive and confident young women who are thoroughly prepared to enter higher education and embark on their future lives, with a desire to make a difference

A fundamental part of our vision at Sherborne Girls in aiming to develop a future generation of 21st century women is ensuring every pupil is comfortable and confident with digital technology, appreciating its importance and the opportunities it brings The development of the use of technology is fully aligned with our five core values of curiosity, courage, compassion, adaptability and spirituality

Having committed fully in 2019 to developing our digital strategy, all our teachers were provided with a Microsoft pen-enabled device, and a training company spent a week at the school helping every teacher enhance their teaching through the use of Microsoft OneNote, Teams and pen-enabled technology We appointed two digital

leaders, supported by eight digital champions, to drive the digital strategy forward, and we implemented regular staff training sessions and one-to-one workshops with IT professionals

The move to pen-enabled devices and software focused on teamwork changed the impact of the education offered At the same time, it became more adaptable to individual needs and allowed teachers and pupils to interact with each other more effectively It facilitated improved teacher feedback, quality use of prep time, individual organisation, efficient use of class time, and immediate access to resources to add interest and experiences to classroom teaching

When the COVID-19 pandemic started, the school was, therefore, well placed and prepared for the transition from traditional to remote learning Teachers and pupils felt comfortable and confident with the shift and we were pleased with the positive feedback we received from parents, pupils and staff

TRANSFORMING LEARNING

With pupils back at school, we continued to embrace technology to drive and develop teaching and learning A learning technologist was appointed to help us develop and refine our digital offering further, inspire staff in the use of technology and investigate new ways in which technology can be used to improve and transform learning

We set out to shift the conversation from the digital champions to heads of department who best understand the individual strengths and needs of their team A whole-staff survey provided further clarity on individual use of technology, comfort level and skill gaps, which in turn helped identify and prioritise appropriate support Training sessions have become departmental priorities delivered at a team or individual level

Numerous areas of common ground were agreed across departments For example, on a practical level, the use of OneNote and Teams has been optimised for assignment setting and feedback flow We also addressed the challenges of collecting and storing pupil-made videos, an issue which had been flagged by teachers in several practical subject areas

From a pedagogical perspective, there was interest in low or no-prep formative assessment tools for engaging pupils during live, blended or remote teaching Pupils are encouraged to be more active participants in the feedback process, responding to personalised comments, which the teacher annotates while recording spoken explanations We are also exploring bespoke projects such as mixed reality in biology, collaborative creative writing in English and using the model of a head to create binaural soundscapes in drama

NEW CONNECTIONS

New ways of living and working have made it even more important for staff and pupils to develop their skills of communication and teamwork We have discovered new ways to connect, share ideas and show support, our horizons have been broadened and we have engaged with wider and more geographically dispersed audiences As such, our community has developed a deeper understanding and political, social and environmental empathy Our digital strategy has underpinned all these developments and continues to be a priority as we embrace technology to drive a culture of learning

The success of our digital revolution was formally recognised by Microsoft when they awarded us Showcase School status in 2022 As a result, we now share our experience to the benefit of schools in the UK and all over the world through the Global School Alliance

Louise is responsible for academic life and provision at Sherborne girls. She started her teaching career as a mathematics teacher at Queen Anne’s Caversham, where she became Head of Fourth Forms She spent a short time at Wycombe High, Wycombe Abbey and the British School of Brussels before joining Sherborne girls Louise is driven by the challenge of creating a new and creative curriculum that promotes exploration and investigation in teaching and learning, seeking opportunities to equip pupils for 21st century life

The acquisition of any modern foreign language expands linguistic capability, enhances employability, enriches cultural understanding and helps to overcome communication barriers.

RACHEL REES, Acting Head at Monmouth School for Girls, reports

The benefits of modern foreign l anguages

PEOPLE in the Uk are renowned for not speaking modern foreign languages A survey published by the European Commission has revealed that 62 per cent of Brits are unable to speak any other language apart from English, proving them to be Europe’s worst language learners The number of pupils in the Uk taking GCSE languages has been in decline since its removal from the core GCSE curriculum in 2004.

However, the introduction of a new government programme is set to change the landscape, with schools selected to lead on boosting language interest in the UK The benefits of learning a foreign language are plentiful As well as economic benefits in terms of improved trading between countries worldwide,

languages help us to meet new people, learn new skills and expand career opportunities, plus they make foreign travel easier Schools therefore have a responsibility to ensure pupils understand the advantages of studying a foreign language

In a boarding community where diversity is valued and different cultural backgrounds are celebrated, the study of modern foreign languages is more important than ever It is important to ensure that pupils receive a broad linguist diet by choosing a linguistic focus and rationale upon which to base the curriculum In UK schools, this focus is very often on Europe, with French, German and Spanish on the curriculum (although many independent schools also offer Russian, Mandarin, Arabic or

Japanese) The aim is to equip pupils with a basic understanding and knowledge of the two main language systems of Europe – the Romance languages of the south and the Germanic languages of the north

It is hoped that such a rationale will enable pupils to have a positive, enjoyable and informative experience of modern language teaching, encouraging an awareness of the communities at large, around the world, which share the target languages and cultures In 2021, the British Council reported that French is still the most commonly taught language in English secondary schools at Primary and Key Stage 3, with Spanish being the most popular A level choice

CELEBRATING CULTURE

Language learning celebrates the cultural traditions and history of the target language while learning about the lifestyle and issues associated with young people today In modern foreign language departments throughout the UK, it is important to enthuse and inspire pupils by offering a stimulating learning environment within the classroom The emphasis should also be on learning beyond the classroom to allow full engagement and ultimately a love of the language, the country, its people and culture

Visits or exchange programmes provide students with the opportunity to immerse themselves in the language and culture of a country Competitions are also a great way to get pupils

involved with language From poetry recitations and designing Christmas cards to songs and inter-school debating competitions, there are no limits to what schools can offer pupils in language activities outside the classroom

The Dresden Scholarship programme is an excellent initiative, where selected Year 13 students are sent to the University of Dresden to follow an academic programme, living and immersing themselves in student life in the city The Oxford German Olympiad is another popular competition that gives students the opportunity to extend their subject knowledge and compete against other like-minded linguists at a national level These opportunities enrich students and build confidence, giving them the chance to

use their language in creative and imaginative ways

Work experience abroad is also a fantastic addition to any CV and a great way to build confidence, learn new skills and improve communicating in the target language It certainly benefited me as a sixth-form student and cemented my desire to follow a career in modern languages Such initiatives also develop vocabulary and a firm grasp of grammar, enabling pupils to achieve their potential in external examinations

I am always amazed by the creativity of pupils when coming up with ideas to promote languages There is nothing more satisfying than seeing pupils getting enthused and excited by something for which you share a mutual

love Pupils should be taught the benefit of language learning from an early age They need to know that the acquisition of any language can expand linguistic capability, enhance employability, enrich cultural understanding and help to overcome communication barriers

rachel took on the Acting Head’s role at the start of the Summer term in 2023 She has previously been Senior Deputy Head (pastoral) and Director of Sixth Form rachel has also taught at Langley park School in Beckenham and The ravensbourne School in Bromley She has more than 23 years’ experience teaching Modern Foreign Languages throughout the key stages in both state and independent schools rachel completed a Med (educational Leadership and Management) at Buckingham university in 2022